NON-COLLEAGUE FEEDBACK FORM
Your Name ___________________________________
ACTION-RESEARCH
Plan & Process
Key Responsibility
 Identified area of focus
 Provided reasoning for selected area of focus
(aligned with CIP, PWCS WIGS, Strategic
Plan, or other priorities)
 Addressed areas of professional growth in
leadership journey
 Demonstrated identified leadership
strengths that might be leveraged in future
role as a principal
Action-Research Process & Learning
 What was the need identified?
 What were the leadership action-steps?
 How did they approach, design, and deliver
a series of professional learning
experiences for adults?
 What was expected to happen? What
occurred?
 How did they respond to challenges and/or
discoveries during the process?
 How did they monitor & assess impact?
 What did they learn about themselves as a
leader during their research?
Research Presentation Components
 Synthesized research process and learning
in a 20-minute presentation.
 Showcased a variety of meaningful artifacts
representative of the learning process and
its impact.
 Followed best practices in presentation
(design & delivery)
 Demonstrated an executive presence
Overall Feedback for this Aspiring Principal:
Observing: __________________________________________
EVIDENCE
Presented or Demonstrated
‘WARMS’:
Areas of Strength and Impact
Topic: ________________________________
‘WONDERS’:
Questions or Opportunities
A supportive question that I can ask when I see this person next:
The Effective Principal: Five Pivotal Practices that Shape Instructional Leadership (Wallace, 2013, 2021)
Key
Responsibility
PWCS Standards
Alignment
Shaping a Vision of Academic Success
for All Students
Strategic Plan
Commitment(s):
1, 2, 4
Educational
Leader:
I, II, VI, VIII
“Having high expectations for all is one key
to closing the achievement gap between
advantaged and less advantaged students.”
Creating a Climate Hospitable
to Education
“Principals play a major role in developing a
“professional community” of teachers who
guide one another in improving instruction.”
Cultivating Leadership in Others
“When principals and teachers share
leadership, teachers’ working relationships
with one another are stronger and student
achievement is higher.”
Improving Instruction
“The learning-focused principal is intent on
helping teachers improve their practice
either directly or with the aid of school
leaders… and other teaching experts.”
Managing People, Data, and Processes
“Effective leaders view data as a means not
only to pinpoint problems but to understand
their nature and causes.”
Strategic Plan
Commitment(s):
1, 2, 3
Educational
Leader:
I, II, V, VII
Strategic Plan
Commitment(s):
1, 2, 4
Educational
Leader:
III, VI, VIII
Strategic Plan
Commitment(s):
1, 2
Educational
Leader:
I, II, VI, VII, VIII
Strategic Plan
Commitment(s):
2, 4
Educational
Leader:
II, IV, VII, VIII
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Responsibility Indicators
& Characteristics
Inspires a schoolwide vision of commitment to high standards and the success of all students and
Implements high academic expectations for all
Identifies processes for closing gaps
Leads high standards and rigorous learning goals
Supports raising the overall achievement of all students
Ensures that the notion of academic success for all is an area of focus for staff
Develops a shared vision around standards and success for all students is an essential element
Adult Learning Characteristic(s): Understanding of the Why, Goal-Oriented, Intentionality, Purposeful
 Ensures that their schools allow both adults and children to put learning at the center of their daily
activities.
 Fosters an instructional climate
 Develops a professional community of teachers who guide one another in improving instruction
 Exhibits credibility
 Builds a sense of school community
 Adult Learning Characteristic(s): Connection, Voice and Agency, Community Learning, Active Learning
Environments
 Depends on others to accomplish goals and purpose
 Encourages development of leaders across the organization
 Distributes leadership as a catalyst for change
 Cultivates collective wisdom and knowledge
 Promotes collaboration toward student achievement
 encourage collaboration, paying special attention to how school time was allocated
 Adult Learning Characteristic(s): Autonomy and Choice, Draw Upon Experiences, Incorporation of Inquiry,
Collaboration
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Focuses on quality instruction
Creates a culture of high expectations
Connects with others
Promotes continuous professional learning in self and others
Emphasizes research-based strategies for improvement
Adult Learning Characteristic(s): Processing Opportunities, Chunking & Scaffolding of Information, Practical
and Immediate Application, Multimodal Practices
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Leverages resources
Nurtures and supports staff
Asks useful questions of data and information
Promotes collaborative inquiry
Develops systems and structures to handle workload
Adult Learning Characteristic(s): Clear Expectations, Audience Need, Ongoing Reflection & Assessment
Opportunities, Results-Oriented, Timely Resources, Problem-Based & Scenario Driven